EdWeb Analysis & Design


Published on

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

EdWeb Analysis & Design

  1. 1. INTE  5660/5670:  EdWeb  Analysis  &  Design  Project  Document  Kim  Prokosch  September  20,  2011    I. Executive  Summary  EdWeb  Title:  Champlain  College  Angel  7.4  Training  Summaries   1. Instructional  setting:  Champlain  College  uses  Angel  7.4  as  their  LMS,  and  students  are   currently  not  consistently  able  to  use  the  LMS’  features.  This  self-­‐paced  training  program   will  help  students  to  evaluate  how  well  suited  they  are  for  a  fully  online  higher  education   program  and  will  ensure  that  all  students  can  perform  basic  tasks  inside  the  LMS.   2. Goals  and  outcomes:  One  of  the  biggest  goals  of  this  program  is  to  ensure  that  all  students   have  a  consistent  amount  of  knowledge  of  the  use  of  the  LMS.  This  will  facilitate  other  goals   of  this  program:  it  will  increase  satisfaction  among  all  of  the  departments  and  divisions   who  use  the  LMS,  it  will  increase  retention  rates  in  the  online-­‐only  programs,  and  it  will   reduce  the  amount  of  support  requests  made  that  are  strictly  related  to  training  issues.   3. Learner  needs  and  characteristics:  The  learners  who  move  through  this  training   program  will  be  demographically  diverse,  and  will  have  a  very  wide  degree  of  transferrable   knowledge  to  help  them  through  this  program.  This  diversity  means  that  the  content  will   have  to  be  effective  across  a  very  broad  user  base.   4. Instructional  objectives  and  assessments:  There  are  many  stakeholders  in  my  EdWeb,   as  online  education  is  incredibly  important  to  the  continued  success  of  the  institution.  Each   group  of  stakeholders  has  a  different  definition  of  success,  and  many  types  of  objectives   and  assessments  are  needed  to  encompass  all  of  these  needs.   5. Project  management:  Part  of  this  project  is  already  underway,  as  it  is  a  deliverable  for   work:  the  static  content  that  will  be  used  as  a  resource  for  learners  is  almost  complete.  The   interactive  components  will  be  designed  primarily  for  my  EdWeb,  although  the  college  may   adopt  them  for  official  use.     6. Tool  assessment:  The  main  tools  used  for  this  project  will  be  the  college’s  LMS  and   Dreamweaver.  The  use  of  the  college’s  LMS  is  the  most  effective  way  to  teach  its  use,  and   Dreamweaver  will  help  me  create  high-­‐quality  static  content  for  this  training  program.   7. Instructional  design  model:  The  primary  instructional  design  model  for  this  training   program  is  Merrill’s  Component  Display  Theory.  This  theory  is  highly  applicable  to  the   content  of  the  training  program  and  allows  for  a  unique  combination  of  presentation  forms.   8. Learning  activities:  The  learning  activities  in  this  training  program  will  be  highly   contextual  and  will  require  active  participation  from  learners.  All  activities  will  utilize  the   LMS’  tools  that  students  will  have  to  use  in  their  courses.  This  will  create  a  supportive   learning  environment  and  help  ensure  success.   1
  2. 2. II. Analysis  A. Instructional  Setting   1. Instructional  need  or  opportunity:  Champlain  College  uses  Angel  7.4  as  their  LMS  for   many  different  instructional  programs.  There  are  online-­‐only  courses  at  both  the   undergraduate  and  graduate  level,  and  online  components  for  on-­‐campus  courses.  Students   need  to  have  at  least  a  basic  understanding  of  Angel’s  capabilities;  at  this  time,  that  is  not   the  case.   2. Pacing  and  rationale:  The  Angel  7.4  training  will  be  self-­‐paced,  as  its  students  will  need  to   move  through  the  content  at  their  own  pace,  and  need  to  reference  it  whenever  they  need   immediate  assistance.   One  of  the  benefits  of  creating  the  training  in  a  self-­‐paced  format  is  its  students  will  be  able   to  use  the  content  as  both  a  specific  learning  unit  and  as  a  resource  after  their  initial   experience.  This  will  suit  the  instructional  needs  of  students  very  well.   One  of  the  potential  drawbacks  of  the  self-­‐paced  format  of  the  training  is  that  there  is  less   interaction  between  students  and  anybody  in  the  role  of  an  instructor.  To  mitigate  this   drawback,  the  training  will  include  different  assessments  of  success  that  will  include   interactive  components;  these  assessments  will  be  automated  and  will  notify  the  instructor   of  students’  progress.  This  will  help  to  mitigate  this  drawback,  but  will  not  nullify  it.   Another  potential  drawback  of  the  self-­‐paced  format  of  the  training  is  that  students  may   not  feel  an  incentive  to  complete  it.  The  systems  that  will  be  built  in  to  the  training’s   delivery  system  will  help  to  increase  retention,  and  the  thoughtful  implementation  of  these   systems  will  help  to  reduce  this  issue.  Another  way  that  learners  will  feel  compelled  to   complete  this  training  program  is  through  reinforcement  of  the  necessity  of  this  program   from  various  interested  parties.  If  this  program  is  implemented  at  the  institutional  level,   students  will  be  required  to  complete  this  training,  and  this  information  will  be  presented   to  students  from  people  including  students’  academic  advisors  and  their  instructors.   3. Hardware  and  software:  Learners  must  have  access  to  a  computer  with  internet  access  to   complete  this  training.  Learners  must  have  one  of  two  required  browsers  installed  on  that   computer  (see  part  d  of  this  section  for  more  information  regarding  browsers).  Learners   must  also  satisfy  the  LMS’  technical  requirements,  which  will  be  detailed  in  the   introduction  to  the  tutorial.  Learners  will  need  to  have  word  processing  software  (i.e.  MS   Word)  installed  on  their  computers.   4. Browsers  and  version  numbers:  All  learners  will  be  using  either  Firefox  3.6+  or  Internet   Explorer  7+.  These  requirements  are  specific  by  the  LMS  and  are  thus  inflexible.  Directions   for  the  installation  of  either  browser  on  both  a  Mac  and  a  PC  are  included  in  the   introduction  to  the  training.   5. Internet  access:  Learners  can  have  any  type  of  internet  access,  including  dial-­‐up  access   and  better.  There  will  be  multimedia  portions  of  the  training,  but  all  information  presented   in  this  format  will  also  be  presented  in  a  simpler  (i.e.  HTML  page)  version  to  accommodate   very  diverse  internet  access  types.  Learners  will  not  be  able  to  access  the  training  on   mobile  devices,  as  the  browser  requirements  for  the  LMS  are  not  currently  compatible  with   programs  widely  available  on  mobile  devices.  2
  3. 3. 6. Firewalls,  parental  control,  access,  or  security:  There  will  not  be  any  significant  issues   regarding  access  to  the  EdWeb.  Users  will  access  the  tutorial  portion  of  the  training   through  normal  web  protocols,  and  access  to  the  LMS  will  be  restricted  by  username  and   password.  The  information  regarding  access  to  the  LMS  will  be  presented  to  learners  in   email  form  to  ensure  confidentiality  of  these  items.   7. Other  hardware/software  challenges:  Browser  compatibility  is  a  known  challenge,   because  this  issue  constantly  frustrates  the  LMS’  current  users.  The  importance  of   complying  with  browser  requirements  will  be  made  clear  in  the  training,  which  will  help  to   address  this  issue.   8. Stakeholders:  There  are  many  stakeholders  in  my  project.  They  are:   a. Students  (current  and  prospective)  who  will  be  using  the  LMS.   b. Managers  and  deans  of  the  college,  including  the  director  of  my  department  and  his   manager,  the  Senior  Associate  Provost  of  the  college.  Online  learning  is  becoming   more  and  more  important  at  the  college,  and  they  need  to  demonstrate  that  the   LMS’  users  will  be  adequately  prepared  and  supported.   c. The  staff  of  the  online  programs  who  are  charged  with  the  success  and  aggressive   growth  of  online  education  at  the  college.  They  need  to  be  able  to  point  current  and   prospective  students  to  resources.   d. eLearning  department  staff,  who  support  students  in  their  online  education   pursuits.  The  department’s  staff  spends  a  great  deal  of  time  training  students  on  the   use  of  the  LMS,  and  when  issues  arise  due  to  a  lack  of  student  training,  the  staff  must   respond  to  their  support  requests.  Increased  training  for  students  will  reduce  this   demand  and  help  the  staff  to  focus  on  the  other  aspects  of  their  jobs.   9. Other  instructional  context  issues:  One  known  instructional  context  issue  is  helping   students  to  gain  familiarity  within  the  LMS  in  a  short  period  of  time.  The  environment   intimidates  many  first-­‐time  online  learners,  so  it  is  of  the  utmost  importance  that  this   training  addresses  this  issue.    B. Goals  and  Outcomes  Stakeholder   Outcome  Desired  by   Data  Collection  and  Group   Stakeholders   Measurement  Students   More  familiarity  with  LMS   Formative  evaluation  designed  to  gauge   pre-­‐  and  post-­‐training  comfort  in  LMS;   reduction  in  support  requests  made  to   eLearning  department  for  issues   related  to  training  Managers/deans   Increased  satisfaction  with   Surveys  specific  to  each  academic  unit   LMS  across  all  academic   (i.e.  online  only,  on-­‐campus  online   units   components,  etc.)  to  gauge  student   satisfaction  with  use  of  LMS  Online  division  staff   50%  increase  in  retention   Comparison  of  retention  rates  for  one   related  to  LMS  use;  increased   academic  year  using  data  related  to   conversion  of  prospective  to   satisfaction  of  the  LMS  only;   3
  4. 4. current  students   comparison  of  conversion  rates  for  one   academic  year  eLearning   50%  reduction  in  student   Comparison  of  student  support  department  staff   support  requests  related  to   requests  related  to  training  issues  for  a   training  issues   3-­‐month  period  after  the  introduction   of  training,  evaluated  monthly  Other  outcomes:  Students  will  be  surveyed  periodically  to  ascertain  how  much  they  are  using  Angel,  and  how  satisfied  they  are  with  the  LMS.  This  will  help  to  identify  potential  additional  training  needs  among  the  student  body.  The  rate  of  satisfaction  with  Angel  will  be  monitored  through  successive  iterations  of  this  process,  and  an  increased  rate  of  satisfaction  will  indicate  the  success  of  the  program.  The  amount  of  additional  training  needed  by  students  should  decrease  over  time,  and  the  program  will  be  constantly  evaluated  to  make  sure  student  needs  are  properly  met.  A  decrease  in  the  amount  of  additional  training  needs  by  students  over  time  will  also  indicate  the  success  of  the  program.  C. Learner  Needs  and  Characteristics  Demographics       1. Age  range:  Learners  will  be  a  minimum  of  18  years  old  (with  the  exception  of  a  rare  17   year  old  college  freshman),  and  there  is  no  maximum  age  range.   2. Education  levels,  degrees,  etc.:  Learners  will  have  a  variety  of  education  levels.  The   minimum  level  of  education  is  a  high  school  diploma;  some  users  will  already  have  an   associate’s  or  bachelor’s  degree,  and  possibly  even  a  master’s.   3. Other  factors:  It  is  highly  likely  that  some  users  will  have  disabilities,  including  learning   disabilities  and  physical  disabilities  such  as  a  lack  of  vision.   4. Volunteer  or  compulsory  learners:  Learners  will  be  compulsory,  as  current  student  will   be  required  to  demonstrate  the  level  of  LMS  experience  taught  in  this  training.   5. Prior  experience  with  content:  Some  learners  will  have  prior  experience  with  the   content,  as  they  may  have  already  taken  a  class  online  in  this  or  another  LMS.  Other   learners  will  be  completely  new  to  the  system,  and  while  they  will  have  relatable   experience  (i.e.  use  of  online  applications),  this  will  be  a  very  new  experience  for  them.   6. Prior  experience  with  technology   a. Online  instruction:  Approximately  25%  of  learners  will  have  prior  experience  with   online  instruction;  most  of  that  experience  will  be  from  this  LMS.  The  rest  of  this   population  will  have  experience  with  other  LMS’.   b. Internet  use:    Approximately  85%  of  learners  will  have  prior  experience  with   internet  use  for  educational  or  professional  reasons.   7. Learning  styles  and  skills:  I  think  that  Katica  Roy  made  a  solid  argument  in  “The  Impact   of  Learning  Styles  on  Interactivity  in  Asynchronous  e-­‐Learning,”  and  the  idea  that  learning   styles  are  almost  irrelevant  to  the  design  of  eLearning  is  one  that  I  will  keep  in  mind  when  I   design  this  training.  Sound  instructional  design  choices  are  the  most  important  part  of  the   design  process,  and  I  will  use  these  principles  to  guide  the  creation  of  my  content.  4
  5. 5. 8. Reading  level:  This  training  must  be  accessible  for  a  diverse  audience;  thus,  the  reading   level  for  the  content  should  be  consistent  with  that  of  the  average  10th  grader.   9. Expectations  and/or  assumptions:  Learners  will  be  required  to  learn  this  material;  as  a   result,  many  of  them  will  not  bring  an  excess  of  energy  for  the  subject.  To  mitigate  this   issue,  the  importance  of  the  content  will  be  emphasized  throughout  the  content.  Learners’   assumptions  of  the  end  result  of  the  training  is  that  they  will  be  able  to  confidently  move   through  the  LMS  and  accomplish  basic  tasks;  it  will  be  clear,  no  matter  where  learners  are   in  the  material,  how  all  of  the  pieces  of  content  fit  together  to  help  learners  accomplish  this   end  result.   10. Other  learner  needs  or  characteristics:  It  is  important  to  note  the  diversity  of  learners   that  will  be  moving  through  this  training.  Some  of  them  will  be  very  tech-­‐savvy,  while  some   will  be  very  unfamiliar  with  the  basic  principles  included  in  the  training.  As  a  result,  the   content  is  going  to  have  to  be  very  carefully  written:  savvy  learners  must  not  be  bored  by   what  they  consider  basic  information,  but  less  experienced  learners  must  be  able  to  keep   up  with  the  content.  D. Project  Management  Program  Timeline  My  project  will  partially  be  used  at  work,  so  the  parts  of  it  that  will  be  used  in  that  context  will  have  to  be  completed  according  to  my  professional  timetable.  The  static  content  I  am  developing  (i.e.  HTML  pages)  for  work  will  be  all  that  they  require  in  the  immediate  future,  and  that  project  is  already  more  than  halfway  complete.  I  may  make  modifications  to  that  content  for  my  EdWeb,  but  I  anticipate  that  those  changes  would  be  relatively  minor.  This  schedule  means  that  I  will  have  most  of  INTE  5670  to  develop  and  refine  the  interactive  components  of  this  project.  I  am  very  glad  that  the  schedule  has  worked  out  in  this  manner,  as  I  am  currently  less  confident  with  the  development  and  delivery  of  interactive  components  than  I  am  with  static  content.  With  this  schedule,  I  will  be  able  to  focus  almost  exclusively  on  the  interactive  components  in  INTE  5670,  by  which  point  I  should  be  far  more  confident  in  this  skill.  Content  Expertise  I  am  the  primary  content  expert  for  this  project.  To  my  great  benefit,  my  coworkers  are  also  similarly  skilled  with  the  LMS,  so  I  will  be  using  their  knowledge  during  this  project.  I  am  also  fortunate  enough  to  currently  have  a  professional  writer  working  with  me  to  author  the  static  content  for  this  project.  She  was  an  employee  in  the  eLearning  department  for  almost  a  year,  and  she  attained  a  great  deal  of  skill  in  the  LMS.  All  of  these  individuals  have  expressed  willingness  to  help  with  this  project,  and  I  will  no  doubt  count  upon  their  expertise  to  help  me  throughout  all  of  the  stages  of  this  project.  Expert  Interview  or  Request  for  Assistance  Name/Title  of   Approximate  Date  for   Discussion  Notes  Expert   Discussion  Director  of  eLearning   November  29,  2010   Need  to  clarify:  Department   • Formal  approval  for  project   using  Angel  as  the  delivery   method  for  interactive   5
  6. 6. components  of  the  project   • Formal  approval  of  the  use  of   the  tutorials  for  the  project;   clarify  question  of  hosting   tutorials  on  external  site  for   project  (question:  need  to   remove  CC  logo  if  hosted   externally?)   • Guest  access  to  Angel  for   purposes  of  EdWeb  System  administrator   November  29,  2010   Need  to  obtain  guest  access  plus  for  Angel   clarify  any  restrictions  for  guests   to  access  the  project    Approvals  The  director  of  my  department  needs  to  approve  my  use  of  the  LMS  as  the  hosting  location  for  the  project.  He  also  needs  to  formally  authorize  my  use  of  the  student  tutorials  (currently  in  development)  for  the  project,  and  clarify  any  restrictions,  exceptions,  or  other  issues.  I  will  submit  a  document  to  the  director  to  clarify  my  intentions  and  requests  and  to  present  outstanding  questions.  Organizational  change  issues  Because  my  department  will  use  only  part  of  this  project  initially,  organizational  change  will  play  a  small  role  in  this  project.  The  static  content  I  develop  will  be  published  as  soon  as  possible  for  the  college’s  immediate  needs,  but  all  of  the  interactive  content  I  develop  will  only  be  used  at  the  institutional  level  if  I  convince  my  director  that  it  will  satisfy  a  stated  need.  I  am  fairly  confident  that  the  college  will  adopt  this  training  program:  my  department’s  director  wants  to  implement  a  similar  program,  but  the  department  currently  lacks  the  necessary  resources  to  develop  it.  One  institutional  change  that  will  have  a  large  effect  on  my  project  is  the  importance  of  the  college’s  academic  continuity  plan:  this  plan  specifies  what  would  happen  if  the  physical  campus  was  evacuated  for  an  extended  period  of  time.  If  this  did  happen,  classes  would  continue  online;  thus,  it’s  of  the  utmost  importance  that  all  students  have  a  specified  degree  of  competency  in  the  LMS.  This  is  one  of  the  most  compelling  arguments  for  the  institutional  adoption  of  the  training  program  I  develop  for  my  EdWeb.  If  the  college  implements  the  program,  the  college  will  monitor  students.  Students’  progress  through  the  program  will  be  tracked,  and  they  would  be  required  to  complete  it  by  a  stated  date.  That  tracking  might  take  place  in  the  eLearning  department,  or  could  be  administered  by  another  academic  unit  or  office.  There  would  be  a  great  deal  of  support  for  the  training  program,  once  its  importance  was  effectively  communicated  to  all  learners  and  other  stakeholders.  The  only  threats  and/or  fears  that  people  at  the  college  might  feel  in  conjunction  with  eLearning  are  due  to  the  institution’s  mixed  history  with  eLearning.  The  college  was  an  early  adopter  of  eLearning,  but  then  went  through  a  period  of  complacency.  During  this  period,  eLearning  was  implemented  in  the  ‘quick  and  dirty’  way,  and  the  eLearning  department  suffered  an  enormously  tarnished  reputation  within  the  college.  That  reputation  has  been  greatly  improved  over  the  past  6
  7. 7. year  or  so,  but  there  are  still  lingering  feelings  of  distrust.  As  a  result,  there  could  be  a  small  amount  of  resistance  to  the  program;  this  issue  will  be  at  least  partially  mitigated  by  the  fact  that  academic  continuity  is  a  major  initiative  at  the  institutional  level.  The  stakeholders  for  this  project  are  listed  below;  also  listed  are  details  about  the  types  of  communication  regarding  this  project.  Stakeholder   Timeframe  for   Method  of  communication   Communication  Students   Students  will  only  be  notified   Students  will  be  notified  by  email   if  the  institution  implements   if  the  project  is  implemented.  The   the  project.   communication  would  probably   come  from  the  advising  and   registration  center,  as  this   program  would  be  required  of  all   students.    Managers/deans   The  director  of  the  eLearning   I  will  have  a  meeting  with  the   department  will  be  notified   eLearning  director  by  the   of  this  project  on  or  around   specified  date,  and  I  will  present   November  29,  2010.  Other   the  document  referenced  above   deans  will  only  be  notified  if   prior  to  this  meeting.  This  will   the  project  is  going  to  be   facilitate  communication  with  the   considered  for   director  of  my  department.  If  this   implementation  at  the   program  is  implemented   institutional  level.   institutionally  and  deans  are  to  be   notified,  it  is  likely  that  the   eLearning  director  will  facilitate   that  communication.  Online  division  staff   The  staff  members  of  the   If  the  program  is  approved  for   online  division  are  aware   use,  the  staff  members  of  the   that  the  static  content  is  in   online  division  will  be  notified  of   development;  they  would   new  available  resources.   like  an  interactive   component,  but  unless  the   eLearning  director  approves   its  use,  they  will  not  be   notified.  eLearning   Most  members  of  the   The  department’s  staff  will  be  department  staff   eLearning  department  staff   notified  when  there  are  new   are  already  aware  of  the   developments  in  the  project,  and   project;  their  help  and   many  of  them  will  test  the   feedback  will  be  solicited   components  and  evaluate  them   throughout  the  development   for  widespread  use.   of  the  project.  Other  resource  or  project  management  issues   7
  8. 8. Although  there  is  great  benefit  from  the  presence  of  so  many  people  who  can  help  in  this  project,  there  is  a  danger  that  people  will  want  to  contribute  more  than  I  want.  All  of  my  coworkers  in  the  eLearning  department  have  great  ideas  about  how  this  project  could  be  constructed,  and  it  may  be  difficult  to  maintain  full  control  of  the  project  with  others  trying  to  help.  I  think  it  will  be  very  important  that  I  make  it  clear  that,  while  part  of  this  project  is  going  to  be  used  immediately  at  work,  part  of  it  is  currently  only  for  my  EdWeb.  I  will  limit  scope  creep  by  maintaining  this  distinction  and  will  be  judicious  with  the  use  of  suggestions  (although  I  will  never  ignore  them,  as  they  can  potentially  be  very  helpful).  E. Scoping  your  EdWeb  Instructional  Context  If  implemented  by  the  college,  this  will  be  a  standalone  training  program  for  the  college’s  students.  There  is  a  long-­‐term  plan  on  implementing  a  similar  training  program  for  the  college’s  instructors.  This  is  a  new  project  for  the  college:  previously,  the  college  had  relied  on  PDFs  provided  by  the  LMS  and  a  small  assortment  of  FAQs  to  accomplish  this  task.  Time  Budget  The  ‘best  case’  scenario  for  my  time  budget  for  this  project  is  a  total  of  450  hours.  The  breakdown  is  as  follows:   Hours  per  week  at  work:        15   Hours  per  week  at  home:     +15   Total  hours  per  week:        30   INTE  5670  duration     x15   Total  available  time   450  hours  Development  Analysis  The  development  of  content  for  this  project  should  take  between  240  and  480  hours.  The  breakdown  is  as  follows:   F2F  instruction  time  (hours):  2   Equivalent  online  instruction  time  (2  x  60%):  1.2   Minimum  development  hours  required  (1.2  x200):  240   Maximum  development  hours  required  (1.2  x  400):  480  Scope  alignment  Fortunately,  it  appears  that  my  time  budget  matches  up  very  closely  with  the  development  analysis.  This  is  very  reassuring  news,  but  I  do  need  to  be  mindful  that  my  degree  of  experience  (as  defined  in  Karl  M.  Kapp’s  article  “How  Long  Does  it  Take?”)  is  at  the  lower  end  of  the  spectrum.  I  fully  expect  that  the  time  it  takes  me  to  complete  this  project  will  be  at  the  higher  range  identified  in  the  development  analysis.  F. Instructional  Objectives  &  Assessments  Objective   How  Will  This  Objective  be  Measured?  1.  After  reading  the  “Student   Success  will  be  based  upon  students’  answers  to  questions   Orientation”  portion  of  the   about  these  differences  as  recorded  in  their  submission   tutorials,  be  able  to  identify   for  the  “Student  Orientation”  assessment  in  the  course   three  differences  between   shell.  The  use  of  the  LMS’  assessment  tool  for  the  8
  9. 9. online  and  face-­‐to-­‐face   completion  of  this  objective  will  also  reinforce  objective  8.   education.  2.  Using  the  tutorials,  install   Success  of  this  objective  will  be  based  upon  learners’   and  configure  browser  (IE8+   correct  understanding  of  the  necessary  technical   or  Firefox  3.6+)  and   requirements  for  the  LMS  and  their  submission  of  these   computer  (Ajax,  Acrobat   answers  through  the  LMS’  assessment  tool.  This   Reader,  Flash  Player,  Java,   assessment  will  include  a  script  that  will  run  on  users’   JavaScript,  Quicktime  Player,   computers  and  check  these  settings  on  learners’   and  Windows  Media)   computers.  The  use  of  the  LMS’  assessment  tool  for  the   settings  for  use  with  the   completion  of  this  objective  will  also  reinforce  objective  8.   LMS.  3. Successfully  navigate   Success  will  be  measured  in  the  amount  of  correct   through  the  main  areas  of   answers  provided;  learners  will  be  able  to  take  the   the  course  shell  (the   assessment  as  many  times  as  they  need  to  reach  the   syllabus,  the  Lessons  tab,  the   established  minimum  standard.  The  assessment  will   Communicate  tab,  the   contain  true/false,  multiple  choice,  fill-­‐in-­‐the-­‐blank,  and   Reports  tab,  and  the   short  answer  questions.    The  use  of  the  LMS’  assessment   gradebook).   tool  for  the  completion  of  this  objective  will  also  reinforce   objective  8.  4.  Using  the  tutorials,   Success  for  this  objective  will  be  tied  to  success  of   customize  the  Angel   objective  10;  please  see  objective  10  for  that  information.   homepage  with  at  least  two   In  addition  to  the  measurement  of  success  associated  with   available  components.   objective  10,  the  instructor  will  log  in  through  the   learners’  accounts  and  verify  that  the  homepage  has  been   customized.  5.  Using  the  tutorials,   The  successful  receipt  of  the  email  will  measure  success.   successfully  send  an  email   Learners  will  also  be  asked  to  use  a  subject  that  describes   using  the  Angel  course  mail   the  contents  of  the  email,  and  they  will  be  given  feedback   tool.   related  to  this  principle.  6.  Using  the  tutorials,  post  a   The  discussion  post  being  posted  in  the  specified  location   discussion  forum  post  and   will  measure  success  of  this  objective.   reply  to  an  existing  post.  7.  Using  the  tutorials,  submit   Success  of  this  objective  will  be  measured  based  upon  the   a  .doc  file  in  a  specified   following  criteria:   dropbox.   1. Did  the  learner  submit  their  file  to  the  dropbox   specified?   2. Was  the  submitted  file  in  the  format  specified  (i.e.   in  .doc  format,  not  in  .docx  format)?  8.  Successfully  complete  an   Success  of  this  objective  will  be  measured  based  upon  the   assessment  in  the  LMS.   following  criteria:   1. Did  the  learner  successfully  submit  all  assessments   using  the  LMS’  assessment  tools  to  complete   objectives  2,  3  &  9?   9
  10. 10. 2. Did  the  learner  report  any  difficulty  with  the   assessment  tool?  9.  Using  the  tutorials,  access   Success  of  this  objective  will  be  measured  based  upon  the   the  gradebook  and  correctly   correct  identification  of  a  course  grade  as  presented  in  a   identify  the  difference   screenshot.  The  screenshot  will  be  displayed  in  an   between  a  course  grade  and   assessment  inside  the  course  shell.   a  category  grade.  10. At  end  of  the  training,   Success  of  this  objective  is  tied  to  objective  4:  learners  will   learners  will  be  able  to   attach  the  file  described  in  objective  4.  Students  will  write   describe  their  rationale  for   a  paragraph  in  a  email  sent  to  the  instructor  inside  the   selecting  the  components   course  shell  describing  the  reasons  for  the  changes  they   they  added  to  their   made.  Success  will  be  based  upon  the  successful  receipt  of   homepage.   the  email  with  the  requested  paragraph  of  text  and  the   attachment.  Resource  needs  Learners  will  need  to  have  access  to  the  tutorials  (hosted  on  the  web)  while  they  are  in  Angel  to  complete  these  activities.  The  links  to  the  appropriate  tutorial  page  will  be  highly  visible  inside  the  LMS.  Learners  may  need  access  to  the  course  instructor;  contact  information  for  the  instructor  will  also  be  highly  visible  inside  the  LMS  and  in  the  tutorials.  Other  instructional  content  issues  One  instructional  content  issue  is  the  fact  that  Angel  changes  constantly.  This  makes  it  harder  to  keep  all  of  the  content  up-­‐to-­‐date,  so  vigilance  will  be  needed  in  this  case.  Another  instructional  content  issue  is  that  the  college  uses  Angel  differently  for  different  types  of  students:  at  this  time,  the  training  is  most  appropriate  for  one  group  of  students.  If  other  user  groups  are  going  to  utilize  this  content,  it  will  have  to  be  modified  slightly  to  fit  those  specific  needs  and  objectives.  III. Design  A. Instructional  Design  Model  &  Learning  Theory  CDT  makes  a  lot  of  sense  to  me,  and  I  think  this  theory  fits  very  well  with  my  EdWeb.  I  think  the  model  of  presenting  an  objective  and  then  combining  various  presentation  forms  will  be  very  effective  given  the  material  that  students  in  my  training  program  will  learn.  Other  instructional  design  models  Other  than  Horton’s  Absorb,  Connect,  Do  model,  I  will  also  use  Ley  and  Young’s  prepare-­‐organize-­‐monitor-­‐evaluate  (POME)  model.  I  think  the  POME  model  is  especially  appropriate  for  my  EdWeb  as  it  is  concerned  with  the  issue  of  self-­‐regulation.  My  EdWeb  will  be  self-­‐paced  and  asynchronous,  much  like  the  courses  taught  online  at  my  college;  thus,  it  is  very  important  that  my  learners  understand  the  concept  of  self-­‐regulation  even  if  I  do  not  teach  it  directly.  Other  instructional  design  issues  I  do  not  anticipate  any  other  significant  instructional  design  issues  at  this  time.  One  potential  instructional  design  issue  is  that  my  department  will  be  hiring  a  full-­‐time  instructional  designer  in  the  future:  once  that  person  is  hired,  they  will  be  making  this  type  of  decision  for  the  department.  10
  11. 11. Thus,  a  different  instructional  design  model  may  be  adopted  at  the  time  of  my  project’s  official  institutional  adoption;  however,  I  do  not  think  this  will  affect  my  EdWeb.  CIV  Implementation   1. Contextual:  All  of  the  activities  in  my  EdWeb  will  be  contextual,  as  they  will  take  place   inside  the  LMS  that  learners  need  to  use.  These  activities  will  be  authentic,  as  they  are  all   activities  that  learners  need  to  be  able  to  complete  as  online  students  with  the  college.   Horton’s  quote  on  page  125  sums  this  up  perfectly:  “start  with  simple  activities  to   introduce  concepts  and  build  confidence,  but  do  not  stop  until  learners  confront   realistically  difficult  tasks.”  This  is  the  progression  that  I  will  use  throughout  my  EdWeb,   and  I  believe  it  will  lead  to  success.   2. Learner  Centered:  The  activities  in  my  EdWeb  will  be  learner  centered  because  they  are   relevant  and,  to  an  extent,  require  learners  to  be  self-­‐directed.  I  will  present  learners  with  a   variety  of  resources  that  will  help  them  succeed  in  my  EdWeb,  and  I  will  provide  learners   with  personalized  feedback  that  will  help  them  refine  their  skills  and  build  their   confidence.   3. Active:  All  of  the  activities  in  my  EdWeb  will  be  active,  as  they  will  all  require  exploration   and  will  involve  problem  solving,  inquiry,  and  expression.  Active  participation  in  my   EdWeb  is  the  key  to  its  success,  as  it  duplicates  the  types  of  activities  that  learners  will  have   to  complete  as  online  students  with  the  college.   4. Social:  Social  instructional  values  will  be  the  most  complex  to  create  in  my  EdWeb,  due  to   the  fact  that  it  is  self-­‐paced  and  asynchronous.  I  will  establish  my  presence  as  an  instructor   for  my  EdWeb  which  will  help  to  address  these  needs,  and  will  also  establish  a  discussion   forum  in  which  students  can  interact  and  share  their  experiences  online.   5. Supportive:  All  of  my  learning  activities  will  be  well-­‐organized,  which  goes  a  long  way  in   the  creation  of  a  supportive  learning  environment.  As  an  instructor,  I  will  provide  students   with  feedback  that  is  clear,  constructive,  and  will  provide  opportunities  for  further  learning   opportunities.  B. Learning  Activities  Objective   Activity   Absorb   Do   Connect  1.  After  reading   Read  the   “In  the  absorb      the  “Student   “Student   column  are  Orientation”   Orientation”   activities  in  portion  of  the   topic  of  the   which  the  tutorials,  be  able   tutorial   learner  reads,  to  identify  three   listens,  and  differences   watches.”  between  online   Complete  the     “Use  practice    and  face-­‐to-­‐face   “Differences   activities  in  e-­‐education.   between  online   learning  to   and  face-­‐to-­‐face   prepare  learners   education”   to  apply  skills,   assessment   knowledge,  and   (multiple  choice   attitudes  in  real   11
  12. 12. format   situations.”   questions)   Complete  the       “Asking  learners   assessment’s   to  rate  the   short  essay   importance  of   question  that  will   ideas  they  have   ask  students  to   been  taught   quickly  explain   challenges  them   how  important   to  critically   the  differences   examine  those   are  and  how  they   ideas  from  a   feel  about  their   personal   comfort  with   perspective.”   online  learning   at  this  point   Read  feedback   “Feedback  on       provided  by   test  questions   instructor   can  correct   regarding   misunderstandin assessment   gs  and  augment   answers.   knowledge.”  2.  Using  the   Read  the   “In  the  absorb      tutorials,   “Technical   column  are  prepare   Requirements”   activities  in  computers  for   page  of  the   which  the  use  with  the   tutorial   learner  reads,  LMS.   listens,  and   watches.”   Complete  the  “Is     “Use  practice     your  computer   activities  in  e-­‐ ready?”   learning  to   assessment   prepare  learners   to  apply  skills,   knowledge,  and   attitudes  in  real   situations.”   Using  the       “Job  aids  [the   tutorials,  make   tutorials]  are   any  necessary   tools  that  help   technical   learners  apply   modifications  to   learning  to  real-­‐ computer   world  tasks.”  3.  Successfully   Read  the   “In  the  absorb      use  the   “Navigation”   column  are  navigational   page  of  the   activities  in  12
  13. 13. structure  of  the   tutorial   which  the  LMS.   learner  reads,   listens,  and   watches.”   Locate  the     “Use  practice     necessary   activities  in  e-­‐ information  in   learning  to   the  course  shell   prepare  learners   to  apply  skills,   knowledge,  and   attitudes  in  real   situations.”   Complete  the       “Scavenger  hunts   “Scavenger  hunt”   send  learners  out   assessment   on  a  question  for   answers…the   scavenger-­‐hunt   activity  specifies   the  questions  to   be  answered.”  4.  Using  the   Read  the   “In  the  absorb      tutorials,   “Customizing  the   column  are  customize  the   Angel  homepage”   activities  in  Angel  homepage   page  of  the   which  the  with  at  least  two   tutorial   learner  reads,  available   listens,  and  components.   watches.”   Using  the     “Hands-­‐on   “Job  aids  [the   tutorials,   activities  allow   tutorials]  are   customize  the   learners  to   tools  that  help   homepage;  take   perform  tasks   learners  apply   and  save  a   with  real  tools   learning  to  real-­‐ screenshot  of  the   but  with   world  tasks.”   customized   guidance.  They   homepage   teach  real  tasks   and  help  learners   apply  theory.”   Describe  the       “Use  meditation   rationale  for  the   activities   choice  of   to…broaden  the   components   focus  and   (Please  note:  this   emphasize   activity  takes   context.  Get   place  at  the  end   learners  to  step   of  the  training,  as   back  and  see   13
  14. 14. part  of  activity   how  a  subject  fits   10.  See  activity   into  a  broader   10  for  more   scheme.”   information   about  this  part  of   the  activity.)  5.  Using  the   Read  the  “Angel   “In  the  absorb     “Job  aids  [the  tutorials,   course  mail”   column  are   tutorials]  are  successfully   pages  of  the   activities  in   tools  that  help  send  an  email   tutorial   which  the   learners  apply  using  the  Angel   learner  reads,   learning  to  real-­‐course  mail  tool.   listens,  and   world  tasks.”     watches.”   Send  an  email  to     “Practice  helps     the  instructor   learners   with  a  relevant   strengthen  and   subject  line   refine  skills,   knowledge,  and   attitudes  by   applying  them   and  receiving   feedback.”  6.  Using  the   Read  the   “In  the  absorb      tutorials,   “Discussions”   column  are  compose  a   topic  of  the   activities  in  discussion   tutorial   which  the  forum  post  and   learner  reads,  reply  to  an   listens,  and  existing  post.   watches.”   Using  the     “Practice  helps   “Job  aids  [the   tutorials,  post  a   learners   tutorials]  are   new  discussion   strengthen  and   tools  that  help   forum  post   refine  skills,   learners  apply   knowledge,  and   learning  to  real-­‐ attitudes  by   world  tasks.”   applying  them   and  receiving   feedback.”   Using  the     “Practice  helps   “Job  aids  [the   tutorials,  reply  to   learners   tutorials]  are   a  specified   strengthen  and   tools  that  help   discussion  forum   refine  skills,   learners  apply   post   knowledge,  and   learning  to  real-­‐ attitudes  by   world  tasks.”   applying  them  14
  15. 15. and  receiving   feedback.”  7.  Using  the   Read  the   “In  the  absorb      tutorials,  submit   “Assignments”   column  are  a  specific  type  of   topic  of  the   activities  in  file  in  a  specified   tutorials   which  the  dropbox.   learner  reads,   listens,  and   watches.”   Following  the       “Job  aids  help   provided   learners  apply   directions,  create   knowledge  and   and  save  a  file  in   skills  to  real-­‐ the  specified   world  tasks  they   format   encounter…we   lump  them  with   connect  activities   because  they   prepare  and   encourage   learners  to  apply   learning”   Submit  the  file  in     “Practice     the  dropbox   certainly  does   refine  skills  and   streamline   performance.”  8.  Successfully   Read  the   “In  the  absorb      complete  an   “Assessments”   column  are  assessment  in   section  of  the   activities  in  the  LMS.   tutorials   which  the   learner  reads,   listens,  and   watches.”   Using  the     “Practice  helps   “Job  aids  help   “Assessments”   learners   learners  apply   section  of  the   strengthen  and   knowledge  and   tutorials,   refine  skills,   skills  to  real-­‐ complete  the   knowledge,  and   world  tasks  they   assessments   attitudes  by   encounter…we   used  in   applying  them   lump  them  with   objectives  1,  2,  3   and  receiving   connect  activities   &  9   feedback.”   because  they   prepare  and   encourage   15
  16. 16. learners  to  apply   learning”  Using  the   Read  the   “In  the  absorb      tutorials,  access   “Gradebook”   column  are  the  gradebook   tutorial  page   activities  in  and  correctly   which  the  differentiate   learner  reads,  between  a   listens,  and  course  grade   watches.”  and  a  category   Take  the  “What’s     “Practice  helps   “Job  aids  help  grade.   my  grade?”   learners   learners  apply   assessment   strengthen  and   knowledge  and   refine  skills,   skills  to  real-­‐ knowledge,  and   world  tasks  they   attitudes  by   encounter…we   applying  them   lump  them  with   and  receiving   connect  activities   feedback.”   because  they   prepare  and   encourage   learners  to  apply   learning”  At  the  end  of  the   Send  an  email  to     “Practice  helps   “Use  meditation  training,  the   the  instructor   learners   activities  student  will  be   containing  the   strengthen  and   to…broaden  the  able  to  describe   rationale  for   refine  skills,   focus  and  their  rationale   their  choice  of   knowledge,  and   emphasize  for  selecting  the   components  and   attitudes  by   context.  Get  components   the  screenshot   applying  them   learners  to  step  they  added  to   taken  in  activity   and  receiving   back  and  see  their  homepage.   4   feedback.”   how  a  subject  fits   into  a  broader   scheme.”  Other  issues  The  most  important  aspect  of  all  of  the  activities  for  this  training  is  that  they  will  all  reinforce  the  use  of  the  LMS.  Thus,  all  of  the  activities  will  allow  learners  to  practice  the  activities  they  will  need  to  perform  in  every  online  course.    C. Authoring  Tools  Assessment  Organizational  Requirement  My  EdWeb  is  a  training  program  for  my  college’s  LMS,  so  it  is  essential  that  the  interactive  components  of  the  program  take  place  within  that  LMS.  All  of  the  static  materials  for  the  course  (the  tutorials)  will  be  designed  in  Dreamweaver,  as  they  are  HTML  pages,  and  will  use  images  created  in  Photoshop.  16